This paper represents a continuity of outcomes presented before by Camargo and Nardi (Revista Brasileira de Ensino de Física 29, 117 (2007)). It is a part of a broader study aiming to understand the main barriers for including visual handicapped pupils in the physics' teaching context. It analyzes communication difficulties between future physics teachers and visual handicapped pupils during optics classes. For that, it emphasizes the empirical and semantic-sensorial structures of the languages used, indicating factors which produce the accessibility difficulties to the spread information. It recommends alternatives in order to make possible the effective participation of visual handicapped pupils in the communicative process, among them we can emphasize: the identification of the semantic-sensorial structures spread; the student' visual history knowledge; the interdependent audio-visual empirical structure deprivation and the exploration of language communication potentialities constituted of visually independent empirical structures. It concludes asserting that the communication represents the main barrier to the effective visual handicapped pupils' participation in optics classes and emphasizes the importance to create communication appropriate channels as basic conditions to include these students.
vvisual handicap; physics teaching; optics; communication; inclusion
